After mentorship, what's next : a case study research on impacts and experiences after the artist-mentor-scheme

Abstract

This case study research aims to analyze the impacts and influences of an arts mentorship scheme on two schools after being completed for a year. Using Banduras self-efficacy theory as an overarching framework, the study explores the impact an artist-mentor has on art teachers in three areas. Firstly, the changes in teachers’ self-efficacy in art skills and lesson delivery. Secondly, the teachers’ impact on their students, and thirdly, the motivations to create art for themselves. The findings showed that after the mentorship programme, the teachers became more competent in their technical art skills and lesson delivery. During the mentorship, they had gained insights into new approaches and had the opportunity to practice skills they were weak at. In addition, they were able to expand their knowledge into lesson design and lesson delivery. Students taught by these teachers showed abilities to adapt their skills to other art disciplines. On inspiring teachers to take on more art activities, the mentorship did not bring about a significant impact. The teachers had already established their routines. Moreover, they quoted the lack of time and space as limitations. Moving forward, the teachers recommended expanding the mentorship scheme to include regular reviews and prolonged engagement with the artist-mentor. There were also suggestions to integrate studio space into the school and more time for professional development. In the last chapter, suggestions were offered to respective bodies to help future mentorship programmes.